• $500mil+ Alliance Contract
• Multiple Roles across Projects

Melbourne is going through a 

 In fact, there’s in excess of $18bill of civil construction work underway in Melbourne. As such experienced Supervisors & Foreman with large civil construction experience (Highways, Tunnel, Rail, Civil Structures etc – Transport related) are required for terms from 2 to 4 years (and potentially longer). 

These particular opportunities are with an Established, Progressive & Profitable multi-disciplined civil contractor who work across Australia. This role is a Plant Supervisor Job

The projects have a mix of:

• Civil Structure/Bridge
• Rail Interface
• Earthworks & Pavements
• Value between $80mil-$180mil
• It's Confidential (for further info please call and I'm happy to discuss)

• Ensure that all plant & equipment has safe and in capable working order
• Inspect all equipment and plant for current tickets and registration
• Manage plant register via Excel
• Manage all non-conformances relating to equipment and plant on site

• Operator Trade background
• Demonstrated history on medium to larger civil construction projects (for the contractor) $50mil+ in Australia

Remuneration is based on experience of course, though you can expect a package between $120k to $150k if you’re a very well established Project or Delivery Manager.

Apply Please call Phil Isard on 0423 175 318 or email your application to phil.isard@consultive.com.au to apply for this Plant Supervisor Jop

I've have worked with many well-known and respected tier 1 & 2 civil companies over the last 25 years (originally recruited for the CityLink back in the 90's), know the sector, can speak the industry lingo, and find you a great job, with a great tier 1 or 2 business.

Axedale Primary School is situated 20kms from Bendigo and has served the community for 149 years since opening in 1870. The setting is a rural environment that is safe, attractive and provides a stimulating learning environment.

With a current enrolment of 127, we are a rapidly growing rural school serving a vibrant and caring local community.

Axedale's motto is "Excellence Through Endeavour" and the school aims for this in every respect. Students are encouraged and equipped through our broad based curriculum to strive for academic and personal excellence, as well as excellence in values, attitudes and behaviour. Senior students are provided with a range of representative and leadership opportunities involving School and House Captains, Junior School Council, ANZAC Day involvement, School Choir & Rock Band, Regional Sport representation and Axedale-based community events.

A key focus of the last twelve months has been to reset the school wide values with the identifying of four key values - Respect, Resilience, Personal Best and Co-operation, and the development of a school wide matrix of behaviour expectations and a Respectful Relationships and Expected behaviour Policy

Axedale Primary aims to foster a culture of contributing to and being involved in, a strong local community. There is a strong partnership between parents and staff with a high level of positive parent participation on School Council, committees, as classroom helpers and social activities.

Staff consists of a Principal, 6.0 EFT teachers and six part time Education Support Staff. Class structure currently consists of a Prep/1, Gr. 1/2, Gr. 2/3, Gr. 3/4, Gr. 4/5 & Gr. 5/6. We currently have six PSD funded students.

Staff are committed to professional development with a specific focus on literacy and numeracy and implementation of the Victorian Curriculum. Staff share a collective commitment to implement a range of consistent teaching and assessment practices in all classrooms Prep - Gr.6.

Axedale PS offers specialist programs in Library, Indonesian, Art, Health and PE, Music, ICT and Environmental Studies. The School Choir took part in many performances in Axedale and Bendigo. We have a very well-resourced library, 1:2 computer/iPad access for Prep-Gr. 4 students and our Gr. 5/6 students are involved in the 1-1 Netbook Program. We are an E-Smart school. Students also participate in extra curricula activities including Junior School Council, Gymnastics, Swimming, camps for all grade levels, School Choir, Bike Hike, Mother’s Day High Tea, the Father’s Day Breakfast, Ride and Walk to School Days, our significant involvement in the Axedale ANZAC Day Ceremony and private instrumental lessons provided at school.

Staff & Parent Opinion Surveys have consistently shown a high level of affirmation and Student Attitude to School data is trending positively.

We have many key events through the year, Book Parade, Father's Day Breakfast, Mother's Day High Tea, Crazy Hair Day, Pet Show etc. that continue to build the community culture within our school.

Axedale Primary School has established very strong community links with ‘Axedale –Our Town Our Future’, the Axedale CWA, the Axedale CFA, the North Central Catchment Management Authority and the Bendigo-Kilmore Rail Trail group. These links provide opportunities for the school and the students to contribute back to the community.

Work has continued on elements of the Grounds Masterplan. An entrance arbour and front fence has been established to reset the physical view of the school and our vege patch area continues to develop in creativity and capacity.

The Axedale Primary School Council contributes significantly to the school operations. As a proactive group, School Council have supported many learning initiatives and continued grounds developments. Our ‘Parents, Volunteers and Friends’ group raised approximately $10,000 - $15,000 each year to improve resources and facilities for the students.

SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students;

- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;

- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;

- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;

- Undertaking other non-teaching supervisory duties.

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

About Peopleconnexion

At Peopleconnexion, we don’t ever like to stand still. Here’s what you need to know about us:

What we do:

How we do it differently:

What makes us so different is our approach. We take the long-term view, we take the time to get to know people, build relationships and understand our markets. Our culture is all about quality, passion, integrity and growth – these values govern how we operate. We don’t do transactional, we don’t “spray and pray”. What we do is quality and very well received by our clients.

Who you’ll be working with:

You will be working alongside an exceptional blend of talent who are team orientated and collaborative. They are big billers but without the big ego’s. A great team to be supported by and a great team to be motivated by.

About you

We are searching for the kind of consultant that wants to make their mark in the industry and fast track their career to Principal level. This role is well suited to someone with exposure to engineering recruitment (but we will be flexible for the right person, we can show you the ropes) who wants to do things differently.

We genuinely consult with our clients – we weigh in on strategy, we understand employer branding and we take pride in the fact that we are ethical and do the right thing by candidates and clients.

We are searching for someone that aligns with our values – quality, passion, integrity and growth. Here’s what we think that looks like:

What’s in it for you?

The part you’ve been waiting for… we don’t blame you. We might be biased, but here are just a few of the reasons we think you’ll love working at Peopleconnexion:

Interested?

If anything in this ad has piqued your interest, we would love to discuss this opportunity further with you. Please submit your CV for consideration, or call our Divisional Manager - Engineering Paul Hansford directly for a confidential conversation on (07) 3333 1511 or email via paul@peopleconnexion.com

Purpose: Mordialloc College provides a challenging learning environment where students feel safe and supported to succeed in a wide range of opportunities and pathways. Our students will become confident, successful and valuable citizens in their local and global communities.

Values: Values are shared beliefs about how we work together. They influence our choices and provide a framework to guide our intentions, actions and decisions in the workplace and in the communities in which we operate. The following four core values we believe will lay the foundation for our future success.

Personal Best - Work to the best of your ability. Pursue excellence, try hard and constantly seek to improve.

Integrity - Be true to yourself by doing what is right. Be honest and trustworthy.

Respect - Treat everyone with equal consideration. Be accepting of others and their differences.

Responsibility - Be accountable for your actions. Contribute positively to the school and wider community.

Community and Demographics: Mordialloc College is located immediately adjacent to the eastern beaches of Port Phillip Bay and enjoys excellent bus and rail access to neighbouring municipalities

It is a single campus 7-12 college and has been an integral part of the local community since its establishment in 1924 and celebrated 90 years of education in 2014

A diverse range of families from mixed demographics and an SFO of 0.4506

Over the last five years there has been a significant increase in Year 7 enrolments, with 250 students expected in 2020 to take our whole school enrolments from 950 this year to 1100 in 2020

Gender mix across the College is slightly uneven with male students comprising 58%

Enthusiastic and professional staff comprising of 69.7 EFT teachers and 23.1 EFT ES staff

Educational: At Mordialloc College we are committed to maximising learning opportunities for all students with Quality Learning Principles and Restorative Practices Philosophy, along with an emphasis on high expectations forming the basis for future direction and improvement

Strong whole school focus on Literacy and Numeracy

Innovative programs and high expectations coupled with a strong focus on student wellbeing

Outcomes in student achievement, engagement and wellbeing place the College among the highest performing secondary schools in the state

Categorised as an influence school in 2018

Provision of a vibrant and productive education, 7 to 12

Two sub-school structure introduced in 2011, with students in Years 7-9 allocated to the Middle School and students in Years 10-12 allocated to the Senior School

Implementation of the Victorian Curriculum from 2017

VCE results – 100% of eligible students successfully gained their VCE and in 2018 we achieved the best VCE results in the schools history

Diverse interests and abilities catered for in our VCE, VET and VCAL courses

Excellent destination data with 100% of students who applied gaining a tertiary placement

Accredited SEAL (Select Entry Accelerated Learning) program, part of the exclusive SEAL academy

Strong co-curricular program in the performing arts, visual arts and sport

A growing international student program and provision of a language centre onsite from July 2018

Strong transition program has been in place over the past eight years with our feeder primary schools including visits to each school, visits to MC and delivery of specialist programs e.g. Science

Technological: Currently a BYOD for all Year 10-12 students and a 1:1 iPad program for all Year 7-9 students

Network upgrade occurred in 2013 to prepare for future BYOD environment

Range of desktop computers, Mac computers and banks of laptops/netbooks/ipads are located throughout the school

Mix of interactive whiteboards, projectors and large flat screen TVs in all rooms

Google Apps and Classroom is our learning management system

Compass package for reporting, wellbeing, attendance and parent-teacher interviews

Environmental – Grounds and Facilities: Refurbished buildings in Year 7 and 8 provide flexible learning centres for the whole year level; a refurbished classroom as our Senior School study space

Flexible and collaborative teaching spaces also exist in our BER building for Science and the ICT rich student resource hub

Expansive and well established grounds

Student driven community kitchen garden

Recent new facilities include a new Performing Arts Centre with canteen attached opened in Term 1, 2017 and a new PE/Sports Stadium opened in October 2017

8.5 million committed for the development of a new Year 8 Learning Centre and a Senior School learning hub including a senior study centre

SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

SC6 (School Criterion) Demonstrate an understanding of the College ethos and an ability to undertake duties as described in the position statement.

The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students;

- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;

- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;

- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;

- Undertaking other non-teaching supervisory duties.

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Position Description:

• To be able to teach French Years 7 to 9
• To have an understanding of the development continuum for French
• To be involved in the general teaching program as required by the College
• To be able at the Middle School level to teach in an integrated environment across a number of key learning areas within a team delivering an innovative curriculum
• To actively pursue and apply learning as it relates to the development of improved pedagogy which maximises the learning environment of our students
• Working with an awareness of what is happening in the College and performing roles in such a way that makes it easier for the next person to perform theirs

• To contribute to the relevant learning areas in curriculum development in accordance with the DET requirements and school policy under the direction of the Curriculum Leaders of the College

• To use Learning Technologies in the delivery of the Curriculum in order to improve learning outcomes for students (Note: A 1:1 iPad program is in operation in the Middle School and 1:1 netbooks in Senior School)
• To contribute to the attainment of College goals and milestones as articulated in the Strategic Plan and Annual Implementation Plan
• To assist in the promotion of the College image to the broader community
• To undertake other duties as directed by the Principal
• To be involved in educational leadership within an appropriate area 

Note: There is the potential for this position to become ongoing.

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Sydney

Reference Number: 736504320

Contact Details:

Contact Name:

Contact Phone:

Belgrave South Primary School is located in the Dandenong Ranges, 37 km east of Melbourne. The area enjoys the benefits of living on the rural fringe of the suburbs, yet near main arterials and the rail network. Environmental planning restrictions limit the areas for future residential development in the area. The location of the school in the centre of the township helps the school maintain a very high profile with all local residents. The majority of the students live within walking distance of the school; however some students travel from surrounding areas such as Kallista, Cockatoo, Selby and Ferntree Gully.

The student population of 313 students is catered for in fourteen classroom groups with enhancement from specialist programs in Visual Arts, Performing Arts, Physical Education and LOTE Japanese is offered at all levels of the school with support from DE&T.

Explicit teaching with differentiated learning opportunities are expected practices at Belgrave South Primary. Curriculum planning and implementation is critical at all levels. Teachers constantly endeavour to incorporate a range of teaching strategies and activities to cater for the diversity of student learning styles and needs. The school has a well developed program to support students who have a disability or impairment.

Literacy and Numeracy programs are the foundations for curriculum development and implementation, with the support of trained personnel. The School Wide Positive Behaviours program provides the basis of our student wellbeing programs and our students are supported by our Chaplain.

The school provides a wide range of activities to enrich and support the curriculum at all levels. Camps, excursions, school visits, sporting events, school wide swimming, arts, production, and instrumental groups are examples of opportunities offered to students to broaden their learning, and encourage their involvement in the school community.

A major building refurbishment was completed in 2011 providing 6 new learning areas with central shared space. The school’s technology network enables students and staff access to process information from both local and global sources. The addition of Smartboards and School iPads into Grade 5 & 6 , and a Computer Lab that all grades access has enriched learning across the school.

Strong links have been established with local pre-schools. A six week transition program conducted by the school has been used as a model throughout the state. The teachers of students in Years 5 and 6 work closely with local secondary colleges to pave the way for a smooth transition, for their students, into the next phase of education.

Parents and community members are active within the school, through formal avenues such as School Council and Parent Association and in classroom support and extension programs. The school is actively involved in the ‘Kids Hope’ mentoring program, involving members of the local community, and encourages the use of local experts at all levels of the school curriculum.

SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students;

- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;

- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;

- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;

- Undertaking other non-teaching supervisory duties.

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.

- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.

- A probationary period may apply during the first year of employment and induction and support programs provided.

- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Purpose: Mordialloc College provides a challenging learning environment where students feel safe and supported to succeed in a wide range of opportunities and pathways. Our students will become confident, successful and valuable citizens in their local and global communities.

Values: Values are shared beliefs about how we work together. They influence our choices and provide a framework to guide our intentions, actions and decisions in the workplace and in the communities in which we operate. The following four core values we believe will lay the foundation for our future success.

Personal Best - Work to the best of your ability. Pursue excellence, try hard and constantly seek to improve.

Integrity - Be true to yourself by doing what is right. Be honest and trustworthy.

Respect - Treat everyone with equal consideration. Be accepting of others and their differences.

Responsibility - Be accountable for your actions. Contribute positively to the school and wider community.

Community and Demographics: Mordialloc College is located immediately adjacent to the eastern beaches of Port Phillip Bay and enjoys excellent bus and rail access to neighbouring municipalities

It is a single campus 7-12 college and has been an integral part of the local community since its establishment in 1924 and celebrated 90 years of education in 2014

A diverse range of families from mixed demographics and an SFO of 0.4506

Over the last five years there has been a significant increase in Year 7 enrolments, with 250 students expected in 2020 to take our whole school enrolments from 950 this year to 1100 in 2020

Gender mix across the College is slightly uneven with male students comprising 58%

Enthusiastic and professional staff comprising of 69.7 EFT teachers and 23.1 EFT ES staff

Educational: At Mordialloc College we are committed to maximising learning opportunities for all students with Quality Learning Principles and Restorative Practices Philosophy, along with an emphasis on high expectations forming the basis for future direction and improvement

Strong whole school focus on Literacy and Numeracy

Innovative programs and high expectations coupled with a strong focus on student wellbeing

Outcomes in student achievement, engagement and wellbeing place the College among the highest performing secondary schools in the state

Categorised as an influence school in 2018

Provision of a vibrant and productive education, 7 to 12

Two sub-school structure introduced in 2011, with students in Years 7-9 allocated to the Middle School and students in Years 10-12 allocated to the Senior School

Implementation of the Victorian Curriculum from 2017

VCE results – 100% of eligible students successfully gained their VCE and in 2018 we achieved the best VCE results in the schools history

Diverse interests and abilities catered for in our VCE, VET and VCAL courses

Excellent destination data with 100% of students who applied gaining a tertiary placement

Accredited SEAL (Select Entry Accelerated Learning) program, part of the exclusive SEAL academy

Strong co-curricular program in the performing arts, visual arts and sport

A growing international student program and provision of a language centre onsite from July 2018

Strong transition program has been in place over the past eight years with our feeder primary schools including visits to each school, visits to MC and delivery of specialist programs e.g. Science

Technological: Currently a BYOD for all Year 10-12 students and a 1:1 iPad program for all Year 7-9 students

Network upgrade occurred in 2013 to prepare for future BYOD environment

Range of desktop computers, Mac computers and banks of laptops/netbooks/ipads are located throughout the school

Mix of interactive whiteboards, projectors and large flat screen TVs in all rooms

Google Apps and Classroom is our learning management system

Compass package for reporting, wellbeing, attendance and parent-teacher interviews

Environmental – Grounds and Facilities: Refurbished buildings in Year 7 and 8 provide flexible learning centres for the whole year level; a refurbished classroom as our Senior School study space

Flexible and collaborative teaching spaces also exist in our BER building for Science and the ICT rich student resource hub

Expansive and well established grounds

Student driven community kitchen garden

Recent new facilities include a new Performing Arts Centre with canteen attached opened in Term 1, 2017 and a new PE/Sports Stadium opened in October 2017

8.5 million committed for the development of a new Year 8 Learning Centre and a Senior School learning hub including a senior study centre

The assistant principal reports directly to the principal.

Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the authority to make all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget. Assistant principals will contribute to the overall management of the school through involvement in policy formulation and decision making.

The management of significant school program or functional areas in schools involve assistant principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students.

Typically assistant principals will be responsible for the effective use of the teaching staff and program budget of a defined area of the school's operation and for the oversight and leadership of the educational programs provided utilising these resources.

Typically, assistant principals perform one or more of the following functions:

- supervision and coordination of the work of senior curriculum or level coordinators;

- allocation of budgets, positions of responsibility and other resources within the area of responsibility;

- supervision of the delivery of teaching programs;

- management of programs to improve the knowledge and experience of staff;

- responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators;

- contribute to the overall management of the school;

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

IF POSSIBLE START DATE WILL BE MONDAY 18 NOVEMBER 2019

Roles and Responsibilities

General Statement

Assistant Principals report directly to the Principal.

Assistant Principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school’s education program. In exercising this responsibility, Assistant Principals will have the authority to make all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school’s charter, policies and budget. Assistant Principals will contribute to the overall management of the school through involvement in corporate policy formulation and decision making.

The management of significant school program or functional areas in schools, involve Assistant Principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students.

Specific Responsibility Area Statement

Each Assistant Principal will be designated areas of special responsibility within the overall Principal team, but will be expected to assist in other areas as needed and as a collegiate team member.

To meet the demands of a rapidly growing school, the College is moving from two Assistant Principals to three.

The designated area of special responsibility for this advertised position will be in overseeing Teaching & Learning Support, Student engagement and Policy Development

This will include overseeing whole school process for attendance and at risk, including alternative pathways; oversee the Hands on Learning program; oversee and support the implementation of the house system and home group/my mentor program in liaison with the Director of Student Engagement; to provide leadership of the Student Management team and Wellbeing team at the College; to provide leadership and direction in student learning support programs including PSD, literacy and numeracy intervention and Marrung Aboriginal Education Plan; leading policy development and cycle of updates including ensuring the College is Child Safe compliant; oversee and support the operation of the Year 7&8 learning centres.

The other key responsibility will be to oversee the Middle School (Years 7-9) supporting the Director of Middle School (leading teacher), the wellbeing team and team of middle school year level coordinators. This includes student wellbeing, progress and discipline procedures, transitions and be the enrolment officer for the sub-school, including induction of new students to the College. It will also involve managing the placements process of grade 6 students into Year 7 from out of zone.

Applicants should note that this job description may change over the duration of the contract subject to negotiation. Mordialloc College is a growing school and the leadership structure will continue to evolve in response to such.

The Assistant Principal will work as a member of the Principal Class team to:

1. Support the work of the College Council.

2. Implement the Performance and Development process, participate in staff selection and provide support for staff.

3. Contribute to the smooth daily operation of the College.

4. Monitor staff punctuality to school, yard duty and class.

5. Provide support to staff and supervise students by being a visible presence in the buildings and grounds during the day.

6. Take a high profile in ensuring that the policy on student discipline and welfare is implemented across all year levels.

7. Oversee a high standard of student personal presentation and correct wearing of uniform at all times.

Assistant Principals will regularly report to the Principal, and the Principal Class team as a whole will co-ordinate its activities through weekly meetings.

• Any enquiries about this position should be directed to the College Principal, Michelle Roberts on 9580 1184.

• Tours will be held on Tuesday 23^rd July and Thursday 25^th July at 4.00pm.

Please book with Lyndell Thompson on 9580 1184.

• Please refer to the College Website to view the current Strategic Plan (2017-2020) and Annual Implementation Plan 2019

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Purpose: Mordialloc College provides a challenging learning environment where students feel safe and supported to succeed in a wide range of opportunities and pathways. Our students will become confident, successful and valuable citizens in their local and global communities.

Values: Values are shared beliefs about how we work together. They influence our choices and provide a framework to guide our intentions, actions and decisions in the workplace and in the communities in which we operate. The following four core values we believe will lay the foundation for our future success.

Personal Best - Work to the best of your ability. Pursue excellence, try hard and constantly seek to improve.

Integrity - Be true to yourself by doing what is right. Be honest and trustworthy.

Respect - Treat everyone with equal consideration. Be accepting of others and their differences.

Responsibility - Be accountable for your actions. Contribute positively to the school and wider community.

Community and Demographics: Mordialloc College is located immediately adjacent to the eastern beaches of Port Phillip Bay and enjoys excellent bus and rail access to neighbouring municipalities

It is a single campus 7-12 college and has been an integral part of the local community since its establishment in 1924 and celebrated 90 years of education in 2014

A diverse range of families from mixed demographics and an SFO of 0.4506

Over the last five years there has been a significant increase in Year 7 enrolments, with 250 students expected in 2020 to take our whole school enrolments from 950 this year to 1100 in 2020

Gender mix across the College is slightly uneven with male students comprising 58%

Enthusiastic and professional staff comprising of 69.7 EFT teachers and 23.1 EFT ES staff

Educational: At Mordialloc College we are committed to maximising learning opportunities for all students with Quality Learning Principles and Restorative Practices Philosophy, along with an emphasis on high expectations forming the basis for future direction and improvement

Strong whole school focus on Literacy and Numeracy

Innovative programs and high expectations coupled with a strong focus on student wellbeing

Outcomes in student achievement, engagement and wellbeing place the College among the highest performing secondary schools in the state

Categorised as an influence school in 2018

Provision of a vibrant and productive education, 7 to 12

Two sub-school structure introduced in 2011, with students in Years 7-9 allocated to the Middle School and students in Years 10-12 allocated to the Senior School

Implementation of the Victorian Curriculum from 2017

VCE results – 100% of eligible students successfully gained their VCE and in 2018 we achieved the best VCE results in the schools history

Diverse interests and abilities catered for in our VCE, VET and VCAL courses

Excellent destination data with 100% of students who applied gaining a tertiary placement

Accredited SEAL (Select Entry Accelerated Learning) program, part of the exclusive SEAL academy

Strong co-curricular program in the performing arts, visual arts and sport

A growing international student program and provision of a language centre onsite from July 2018

Strong transition program has been in place over the past eight years with our feeder primary schools including visits to each school, visits to MC and delivery of specialist programs e.g. Science

Technological: Currently a BYOD for all Year 10-12 students and a 1:1 iPad program for all Year 7-9 students

Network upgrade occurred in 2013 to prepare for future BYOD environment

Range of desktop computers, Mac computers and banks of laptops/netbooks/ipads are located throughout the school

Mix of interactive whiteboards, projectors and large flat screen TVs in all rooms

Google Apps and Classroom is our learning management system

Compass package for reporting, wellbeing, attendance and parent-teacher interviews

Environmental – Grounds and Facilities: Refurbished buildings in Year 7 and 8 provide flexible learning centres for the whole year level; a refurbished classroom as our Senior School study space

Flexible and collaborative teaching spaces also exist in our BER building for Science and the ICT rich student resource hub

Expansive and well established grounds

Student driven community kitchen garden

Recent new facilities include a new Performing Arts Centre with canteen attached opened in Term 1, 2017 and a new PE/Sports Stadium opened in October 2017

8.5 million committed for the development of a new Year 8 Learning Centre and a Senior School learning hub including a senior study centre

SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.

SC2 Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth

SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.

Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.

The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.

In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:

• Demonstrating high-level expertise in teaching and learning practice
• Modelling exemplary classroom practice including through teaching demonstration lessons
• Working with the school leadership team to develop a shared view of highly effective teacher practice
• Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
• Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
• Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
• Providing evidence-based feedback to teaching staff to inform their effectiveness and development
• Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
• Supervising and training one or more student teachers and mentoring and/or coaching teachers
• Modelling exemplary use of student data to inform teaching approaches
• Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
• Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Note: This position description must be read in conjunction with the published expectations of Leading Teacher (Victorian Government Schools Agreement 2017).

• Undertake duties relevant to the Instructional Coach role in College in relation to the implementation of the College Strategic Plan, staff management and the Performance and Development process
• Contribute to the leadership of the Professional Development program offered within the College
• Actively promote the implementation of quality teaching and learning across the entire College by:
  • Consistently modelling best practice aligned to the MC Instructional Model and optimal use of teaching time for a four period day lesson length; and Curiosity & Powerful Learning ten theories of action and the models of practice
  • Embedding Restorative Practices
  • Embedding our core values of Personal Best, Integrity, Respect and Responsibility in leading by example in all actions and behaviours
  • Actively encouraging and supporting staff in the adoption of this culture
• Provide active and positive support to the College by attending out of hours events (week night or week-end as required)
• Take an active role in school improvement through positive participation in fortnightly leadership team breakfast meetings
• Take an active role in building parent capacity within the school
• Lead and engage in coaching across the College (including leadership of a table group in the weekly staff workshop) and promote creative and innovative thinking amongst staff
• Advocate, participate and lead strategies that support College and DET policies across the whole school

The Instructional Coach will be a highly skilled classroom practitioner who will continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning.

The Instructional Coach will be expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for all students. The role will involve modelling excellence in teaching and learning through demonstration lessons, and mentoring and coaching teachers in improving their skill, knowledge and effectiveness in line with the College goals and priorities.

The Instructional Coach will work closely with the Principal Class team, the Director of Senior School, Director of Literacy improvement and Director of Numeracy improvement.

In recognition of the importance of exemplary teaching practice for improved student learning outcomes, the key roles of the Instructional Coach will include:

• Taking responsibility for devising and implementing an action plan to ensure progress towards meeting the targets in the College AIP in relation to VCE achievement and precision in teacher practice in line with the MC Instructional Model, resulting in ongoing continuous improvement in student outcomes;

• Demonstrating high-level expertise in teaching and learning practice and high impact teaching strategies; and provide high level professional development and support for VCE staff in partnership with the AP – Data/Assessment & Reporting and Director of Senior School;
• Work one to one in a coaching capacity with all Year 12 staff to the College to assist in their analysis and evaluation of VCE data sets and strategies for improvement (at least two meetings per staff member each year, term 1 and 3);
• Support LAL’s in the effective review and analysis of the VCE data across all studies within the LA, to evaluate teacher practice to drive improvement in VCE student outcomes across the LA;
• Provide support for Learning Area leaders to coordinate the succession planning for the teaching of their VCE subjects and adequate staff preparation;
• Modelling exemplary classroom practice including teaching demonstration lessons for VCE teachers;
• Working with the school leadership team to develop a shared view of highly effective teacher practice;
• Leading and modelling the implementation of whole-school improvement strategies related to VCE curriculum planning and delivery;
• Playing a key role in the provision of professional learning for VCE teachers and in liaison with the Director of Senior School, ensure they are aware of all external training and information sessions relevant to their subject;
• Support teachers being asked to undertake a VCAA Assessment Audit and to utilise the audit as a valuable opportunity to reflect on professional practice;
• Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback on their practice;
• Providing evidence-based feedback to teaching staff to inform their effectiveness and development;
• Supervising and training one or more pre-service teachers, and mentoring and/or coaching teachers;
• Modelling exemplary use of student data to inform teaching approaches and developing staff capacity to utilise data to inform their teaching practice (identifying individual students’ point of need and differentiating the curriculum in their planning teams to cater for and engage all students);
• Modelling exemplary professional learning practice including through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice.

The successful applicant may be required to carry out other duties as determined by the Principal.

An application addressing the Key Selection Criteria should be no longer than 6-8 pages.

Any enquiries about this position should be directed to the College Principal, Michell Roberts on 9580 1184.

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

At Sydney Trains, our vision is to keep Sydney moving by delivering safe, customer-focused, reliable and clean rail services.

We contribute to the success of transport in NSW by running efficient rail services which exceed our customers’ expectations, support growth and contribute to the broader community and the economy.

Joining Sydney Trains will present an exciting opportunity to shape the future and make a genuine difference for the people of NSW by providing a world class rail system.

Benefits
Sydney Trains offers its employees challenging and rewarding work with opportunities for career progression, learning and development and work-life balance. Other benefits include:

• Free travel on Government trains, buses and ferries
• Flexible work practices

For more information on Employee Benefits at TfNSW please click here

Join Sydney Trains for the opportunity to shape the future and make a genuine difference for the people of NSW by providing a world class rail system.

Our commitment to Diversity
TfNSW are committed to building a diverse and inclusive culture across the Transport cluster, planning for and promoting diversity. We welcome and encourage applications from diverse community groups and ages including Aboriginal and Torres Strait Islander, LGBTI, people with disabilities, women and other diversity groups. TfNSW recognises the benefits that such an approach brings for our staff and customers in delivering the future of NSW.

How to apply
To apply for this position, please submit a resume and brief covering letter (no longer than two pages) which addresses how
a) your skills and experience suit the role, and
b) your most significant and relevant achievements.

Click on the APPLY button below. For more information on or the role description, please click on links provided.

For any enquiries, please contact Yvonne Hughes on 0438 437 060 and quote 000075YM.

Please note: successful candidate will need to undertake background checks and criminal record checks.

Applications close: 11:59 pm, Tuesday 6 August 2019.

Well-established and leading joinery contractor operating for over 25 years. Through excellent completed projects this joinery contractor has the capability in delivering NSW’s most iconic and challenging projects up to $15M. 

The Position 

• Office based in Sydney's South West 
• Commissioning and preparation of bill of quantities.
• Review tender and contract documentation.
• Preparation of tender packages.
• Request and review subcontractor & supplier quotations.
• Issue client Requests for Information.
• Prepare Tender submissions inclusive of tender schedules, construction methodologies, construction programs, staging plans, etc

• Completed Construction Management Degree or related
• 1 years + in a similar role
• Tendered projects up to $2M
• Be well presented and carry excellent communication skills

• Work with NSW’s most reputable builders
• Be mentored and benefit from an excellent management team and structure
• Focus on high-quality projects, suppliers, materials and techniques
• Dynamic feel culture working in a close-knit team

• CGC Recruitment is an established recruitment consultancy specialising in the Construction and Engineering sectors throughout Australia.
• Established in 2010 our team operates in distinct vertical markets within the Architecture, Building, Consulting, HSEQ, Infrastructure, Government, MEP and Rail sectors.
• We have experienced consultants who are embedded in our markets which allows us to offer you quality advice throughout your career journey.
• For more vacancies please visit – www.cgcrecruitment.com

• For a non-committal chat in confidence please call Henry Pham on 02 8252 4026 or drop me an email on henry.pham@cgcrecruitment.com

Calibre Group, which includes Calibre and Diona Civil Engineering Contractors, is a diversified Professional Services, Construction and Maintenance specialist. With offices in Australia, New Zealand and Singapore, we passionately provide innovative solutions to the construction, infrastructure and maintenance industries by working collaboratively and honestly with people and clients from diverse backgrounds. With numerous industry awards for design, innovation, safety and social responsibility, we are dedicated to creating positive change and improving the communities in which we live.

Due to continued success in securing exciting and complex Resources projects throughout Perth, we have a newly created opportunity available for a Site Quality Controller to join our team. This role is offered on a flexible FIFO roster, flying from Perth - 12 months contract with potential for extensions.

To be successful in this role, you will possess:

• Tertiary degree in a technical area & have additional formal training in quality assurance
• Experience with site based QA/QC matters is essential
• Rail Experience highly desirable
• Proven communications skills is essential
• Experience with working under pressure and in a shutdown environment will be highly regarded
• Ability to own and drive QA/QC on Site, specifically be able to discuss QA/QC matters with other members of the Site team (Site Engineers, Supervisors, etc), as well as with the head contractors and the Client is essential

As our most valuable asset, we invest in our employees’ personal and professional growth. We provide a range of benefits, including ongoing professional development, on the job training, study support, leadership and management programs, competitive remuneration packages, generous employee referral incentives and a host of health and wellbeing benefits to help you thrive in our team.

To join the Calibre team APPLY NOW.

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Calibre Group, which includes Calibre and Diona Civil Engineering Contractors, is a diversified Professional Services, Construction and Maintenance specialist. With offices in Australia, New Zealand and Singapore, we passionately provide innovative solutions to the construction, infrastructure and maintenance industries by working collaboratively and honestly with people and clients from diverse backgrounds. With numerous industry awards for design, innovation, safety and social responsibility, we are dedicated to creating positive change and improving the communities in which we live.

Due to continued success in securing exciting and complex Resources projects throughout Perth, we have a newly created opportunity available for a Site Quality Controller to join our team. This role is offered on a flexible FIFO roster, flying from Perth - 12 months contract with potential for extensions.

To be successful in this role, you will possess:

• Tertiary degree in a technical area & have additional formal training in quality assurance
• Experience with site based QA/QC matters is essential
• Rail Experience highly desirable
• Proven communications skills is essential
• Experience with working under pressure and in a shutdown environment will be highly regarded
• Ability to own and drive QA/QC on Site, specifically be able to discuss QA/QC matters with other members of the Site team (Site Engineers, Supervisors, etc), as well as with the head contractors and the Client is essential

As our most valuable asset, we invest in our employees’ personal and professional growth. We provide a range of benefits, including ongoing professional development, on the job training, study support, leadership and management programs, competitive remuneration packages, generous employee referral incentives and a host of health and wellbeing benefits to help you thrive in our team.

To join the Calibre team APPLY NOW.